Comparison of preschool education programs. Analysis of the program "From Birth to School" based on the Federal State Educational Standard for Preschool Education

ANALYSIS OF EDUCATIONAL PROGRAMS OF DOE IN THE CONTEXT OF GEF DO

Kazarina Daria Nikolaevna

5th year student

PPI - branch of SibFU

AT modern conditions the transition of preschool educational institutions to the Federal State Educational Standard is carried out. We have analyzed several programs preschool education for compliance with GEF DO. In the analysis, we used the following programs: "Childhood" edited by T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva, "Origins" T.I. Alieva, T.V. Antonova, L.A. Paramonova, "Dialogue" edited by O.L. Soboleva, O.G. Prikhodko, "From birth to school" N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva, "Birch" by V.K. Zagvodkina, S.A. Trubitsina.

The federal state educational standard has replaced the federal state requirements for the structure of the main general educational program of preschool education, introduced in 2009. The new standard is designed to bring the structure of the program and the conditions for its implementation in kindergartens into uniform requirements, which will ensure continuity between the programs of preschool and primary education. The standard defines the status of kindergartens as entry-level institutions in the system general education: By the first grade of school, the child will have to reach a certain level of development. Before teachers of preschool education there is a difficult task - to teach and develop pupils in accordance with the standards, but not to forget about the individuality and development of the personality of each child, which remains main goal introduction of the Federal State Educational Standard.

The main emphasis in the standard is placed on the development of pupils through the game, free conversation, dialogue, through communication with peers, older children, families, and educators. The educator should take the position of partnership, comprehend new things together with the child in the form of cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.

GEF DO

Program "Childhood"

Origins program

Program "Dialogue"

Program "From birth to school"

Program "Birch"

Goals

raising the social status of preschool education;

ensuring by the state of equal opportunities for each child in obtaining a quality preschool education;

ensuring state guarantees of the level and quality of preschool education based on the unity of mandatory requirements for the conditions for the implementation of educational programs for preschool education, their structure and the results of their development;

maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education

to create an opportunity for every child in kindergarten to develop abilities, interact widely with the world, actively practice in various activities, and creative self-realization.

The program is aimed at developing independence, cognitive and communicative activity, social confidence and value orientations that determine the behavior, activities and attitude of the child to the world.

Ensuring the full, diversified development of each child,

The formation of his basic trust in the world and universal, including creativity to a level corresponding to the age specifics and requirements of modern society;

Creation of equal conditions for the development of children with different abilities.

to provide each child with the highest dynamics of development adequate to the age, the possibility of self-assertion: perception of oneself as a person, as capable person, a confident start before entering school life.

1.creation of favorable conditions for a full-fledged life of a child of preschool childhood, 2.formation of the foundations of the basic culture of the individual, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, 3.preparation for life in modern society, 4. formation of prerequisites for educational activities, 5. ensuring the safety of the life of a preschooler.

designing social situations for the development of the child and the developing subject-spatial environment that provide positive socialization, motivation and support for the individuality of children through communication, play, cognitive research activities and other forms of activity by means of Waldorf pedagogy.

Tasks

protection and strengthening of the physical and mental health children, including their emotional well-being;

2) ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities);

3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter referred to as the continuity of the main educational programs of preschool and primary general education);

4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world;

5) combining training and education into a holistic educational process on the basis of spiritual, moral and socio-cultural values and rules and norms of behavior accepted in society in the interests of a person, family, society;

6)Shaping common culture the personality of children, including the values of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of the prerequisites for educational activities;

7) ensuring the variability and diversity of the content of the Programs and organizational forms of preschool education, the possibility of forming Programs of various directions, taking into account the educational needs, abilities and health of children;

8) the formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children;

9) providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of the health of children.

1) protection and strengthening of the physical and mental health of children, including their emotional well-being; 2) ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities); 3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs of preschool and primary general education; 4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, the development of the abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world;

5) combining training and education into a holistic educational process based on spiritual, moral and socio-cultural values and rules and norms of behavior accepted in society in the interests of a person, family, society; 6) the formation of a general culture of the personality of children, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of the prerequisites for educational activities; 7) ensuring the variability and diversity of the content of programs and organizational forms of preschool education, the possibility of developing programs of various directions, taking into account the educational needs and abilities of children; 8) the formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children; 9) providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of the health of children.

enrichment of child development, the interconnection of all its aspects. The implementation of the main educational program ensures the rights of the child to physical, intellectual, social and emotional development (the "Convention on the Rights of the Child", GEF DO) at the preschool level and during the transition to education in primary school.

1. Formation of the child's personal qualities on the basis of transferring to him the spiritual, moral and socio-cultural experience of the family and society, interaction with adults, other children, nature, the world.

2. Purposeful strengthening of the physical and mental health of the child; the formation of stable positive ideas about the values associated with a healthy lifestyle.

3. Formation of the general culture of the child on the basis of his familiarization with universal values, art, the aesthetic side of life.

4. The formation in the child of a stable positive motivation for various types of children's activities based on the awakening of interest in the objects of this activity and in activity as a process.

5. Formation of creative activity - on the basis of amplification (enrichment) of child development.

6. Ensuring positive socialization - based on the development of cooperation, communication activities, as well as familiarization with a variety of ways of handling information (taking into account the characteristics of the age stages of preschool childhood). 7. Implementation of the "algorithm of speech emancipation and development"; release and activation of the child's speech resource; the formation of creative speech behavior.

8. Implementation of the necessary prevention and correction of the psychological development of preschoolers using neuropsychological methods.

9. Adequate satisfaction of the special educational needs of children with disabilities - based on the correct approach to the creation of special conditions for their educational activities.

10. Providing each child (taking into account his individual characteristics and inclinations) the possibility of self-affirmation, self-esteem in the process of forming the I-concept.

11. Providing the child with opportunities for a multifaceted choice: in the game, cognitive, research and other activities, during regime moments, in free pastime; support for the initiative and independence of children in various activities.

12. Achieving the necessary degree of continuity of the goals, objectives and content of education implemented within the framework of educational programs of preschool and primary general education.

13. Creation of necessary and sufficient conditions for the implementation of the optimal variant of interaction between the subjects of educational relations - interaction in which the interests of the child, teacher, parents should be ensured.

creation of a program document that helps teachers organize the educational process in accordance with the requirements of the Federal State Educational Standard and allows them to write their own BEP based on the Model Program.

Creation of conditions for the maximum possible integration of the content of education in various areas of development provided for by the standard;

The inclusion of the content of education in the context of the group's daily lifestyle, the use of the educational potential of the so-called regime moments;

Formation of social and subject environment facilitating the absorption moral values and norms of interpersonal communication through high-quality interaction and communication of children among themselves, as well as children and adults;

Revival of the experience of children's different age groups;

Development in a kindergarten of free spontaneous children's play;

Conscious partnership with the families of pupils.

Principles

1) full living by the child of all stages of childhood (infant, early and preschool age), enrichment (amplification) of child development;

2) building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education (hereinafter - the individualization of preschool education);

3) assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;

4) supporting the initiative of children in various activities;

5) cooperation of the Organization with the family;

6) introducing children to socio-cultural norms, traditions of the family, society and the state;

7) the formation of cognitive interests and cognitive actions of the child in various activities;

8) age adequacy of preschool education (correspondence of conditions, requirements, methods to age and developmental features);

9) taking into account the ethno-cultural situation of children's development.

1. The principle of a full-fledged living by a child of all stages of childhood (infant, early and preschool age), enrichment (amplification) of child development.

2. The principle of building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of preschool education. 3. The principle of assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations. 4. The principle of supporting the initiative of children in various activities. 5. The principle of cooperation with the family.

6. The principle of introducing children to socio-cultural norms, traditions of the family, society and the state.

7. The principle of the formation of cognitive interests and cognitive actions of the child in various activities.

8. The principle of age adequacy of preschool education (correspondence of conditions, requirements, methods to age and developmental characteristics).

9. The principle of taking into account the ethnocultural situation in the development of children.

1. Implementation of the principle “from the general to the particular”, the specificity of which at this age lies in the fact that any particular should appear to the child as a manifestation of something in common, i.e. not by itself, but in a system of other objects or phenomena, on the basis of which their various properties and interdependencies are known. As a result, children at older preschool age master the ability to “embed” objects that are new to them into systems that have already developed for them and use this skill as a means of cognition. All this allows children to go beyond the specifics, which in itself often does not make sense for a child, to make generalizations, conclusions, predict some results and find creative solutions. This provides a systematic approach to content organization.

2. The integrated principle of organizing the development of the proposed content, which, on the one hand, does not violate the integrity of each of the areas of knowledge (nature, native language, drawing, etc.), and on the other hand, significantly enriches them, contributes to their semantic deepening, expands the associative information field of children. This activates in children their own interpretation of various phenomena 8 both verbal and non-verbal means. Children develop broad semantic connections based on the “unity of affect and intellect” (L.S. Vygotsky).

3. Creation of problem situations, characterized by a certain level of difficulty, associated with the child's lack of ready-made ways to resolve them and the need for their independent search. As a result, children develop search activity, focus on achieving the goal, and the methods they found are generalized and freely used in new situations, which indicates the development of their thinking and imagination.

4. Visual modeling that demonstrates to children some hidden dependencies and relationships, for example, mathematical ones (part-whole, one second, one fourth, etc.), which contributes to the beginning of the formation of general categories, the formation logical thinking. 5. Creation of conditions for practical experimentation with different materials: both independent, before any task is presented to adults, and dictated by the conditions of the task proposed by the teacher. A broad orientation in the properties of the material significantly activates the search activity of children, aimed at finding different solutions, which is one of the indicators of creativity.

6. Taking into account individual characteristics, both personal (leadership, initiative, confidence, determination, etc.), as well as differences in opportunities and in the pace of completing tasks, etc. This contributes to the successful development of each child and his emotional well-being.

7. Taking into account the main styles of perception: some children learn content better based on visual perception (visual), others - on auditory (auditory), and still others - on motor and tactile (kinesthetic) perception. And it is very important when the same content is told, shown, and played by children through movements. In this case, children will be able, firstly, to better understand the material and assimilate it, and secondly, all children will gradually develop weaker types of perception for them.

8. Creating conditions for the children themselves to demand the content mastered in the classroom in further free activities (playing, drawing, designing, creating carnival costumes, etc.), which contributes to both the development and self-development of children.

9. Taking into account the specifics in the development of boys and girls. So girls are more successful in a small space and therefore they easily succeed in small jobs, unlike boys; when perceiving texts by ear, girls react to how it is said (emotionally or not), and boys react to the meaning; in movement, girls are more expressive, and boys are more enduring, etc. (T.P. Khrizman). However, the excessive pedaling of gender orientation in education today is very alarming, which can lead to distorted perceptions.

10. The current emphasis in preschool education on the organization of results-oriented productive actions of children significantly impoverishes the result itself. In this regard, a balance is needed in organizing the process of perception and productive actions.

1. Standard: full-fledged living by a child of all stages of childhood (infant, early and preschool age), enrichment (amplification) of child development. The following principles correlate with it in the program: positive preference; natural play; the prevalence of novelty; optimal variety; "through" visualization; based on impressions.

2. Standard: the construction of educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education (hereinafter - the individualization of preschool education). The program correlates with it: the principle of taking into account the individual educational norm; the principle of "shifting layers" ("educational lifts"); the principle of the path from the child (and not to the child).

3. Standard: the principle of assistance and cooperation of children and adults, recognizing the child as a full-fledged participant (subject) of educational relations. The program correlates with it: the principle of emotional equality of the child and the adult; the principle of joint "educational navigation".

4. Standard: the principle of supporting the initiative of children in various activities. The program correlates with it: the principles of voluntariness and alternative actions of the child.

5. Standard: the principle of cooperation between the Organization and the family. The program correlates with it: the principle of productive activity of the Educational Community.

6. Standard: introducing children to socio-cultural norms, traditions of the family, society and the state. The program correlates with it: the principle of development of socio-cultural creativity.

7. Standard: the principle of the formation of cognitive interests and cognitive actions of the child in various activities. The program correlates with it: the principle of free educational design.

8. Standard: the principle of age adequacy of preschool education (correspondence of conditions, requirements, methods to age and developmental characteristics). In the program, it correlates with: the principle of the “glass shoe” (it is disclosed, like the rest, in the methodological Appendix to the Model Program). 9. Standard: the principle of taking into account the ethnocultural situation in the development of children. The program correlates with it: the principle of the priority of national tolerance.

corresponds to the principle of developmental education, the purpose of which is the development of the child;

combines the principles of scientific validity and practical applicability (the content of the Program corresponds to the main provisions of developmental psychology and preschool pedagogy and, as experience shows, can be successfully implemented in the mass practice of preschool education);

meets the criteria of completeness, necessity and sufficiency (allowing to solve the set goals and objectives using a reasonable “minimum” of material);

ensures the unity of the educational, developmental and teaching goals and objectives of the process of educating preschool children, during the implementation of which such qualities are formed that are key in the development of preschoolers;

is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of children, the specifics and capabilities of educational areas;

is based on the complex-thematic principle of building the educational process;

provides for the solution of program educational tasks in the joint activities of an adult and children and independent activities of preschoolers, not only within the framework of directly educational activities, but also during regime moments in accordance with the specifics of preschool education;

involves the construction of the educational process on age-appropriate forms of work with children. The main form of work with preschoolers and the leading type of their activity is the game;

allows for variation of the educational process depending on regional characteristics;

is built taking into account continuity between all age preschool groups and between kindergarten and primary school

Imitation and example

Rhythm and repetition

The principle of integrity

Reliance on the child's experience of the world and himself

Artistic and aesthetic general background

Requirements for the quality of the subject-developing environment

The principle of the composition of the group

Cooperation with families of children

Integration of elements of traditional folk culture

Content Analysis

C.3

pp. 230-231

Thus, having analyzed the preschool education programs for compliance with the Federal State Educational Standard, we came to the conclusion that the educational programs do not contradict the federal state educational standard for preschool education.

Analysis of modern educational programs for preschool educational institutions.

Currently, there are a number of programs for working with children of preschool age. Among them are complex (general developing) and specialized (partial, local).

Comprehensive programs- programs that include all the main areas of educational and educational work of the preschool educational institution. [p. 13]

Specialized programs- programs in one or more areas, implemented as part of the main educational activities of a preschool educational institution. [p.13]

Basic and additional programs of preschool educational institutions.

The integrity of the educational process is achieved not only by using one main program, but also by the method of qualified selection of specialized programs.

One of the main requirements for the main programs (complex, a set of partial ones) is the observance of continuity with primary education programs.[p.13]

Comprehensive programs.

In 1989, by order of the Ministry of Education of the RSFSR, a program began to be developed "Rainbow". The team of authors was headed by Candidate of Pedagogical Sciences T.N. Doronova. Currently, the program consists of 5 sections and is intended for the upbringing and education of children from 2 to 7 years old.

Red color - physical culture.

Orange is the game.

Yellow color - visual activity and manual labor.

Green color - construction.

Blue color - classes in musical and plastic arts.

Blue color - classes for the development of speech and familiarization with the outside world.

Purple is math.

The purpose of the program is to develop such personality traits as upbringing, independence, purposefulness, the ability to set a task and achieve its solution.

The program is based on the idea that each year of a child's life is decisive for the formation of certain mental neoplasms. The effectiveness of the upbringing and educational process depends on how specific pedagogical work is focused on the formation of these neoplasms. Therefore, the educator faces the following tasks:

1. create an opportunity for the child to live these years joyfully and meaningfully;

2. ensure the protection and strengthening of his health;

3. promote comprehensive and timely mental development;

4. form an active and carefully respectful attitude to the surrounding world;

5. to attach to the main areas of human culture (labor, knowledge, art, morality).

The advantage of this program is that the guidelines for each age group provide an approximate planning of pedagogical work for a year, reveal the content of the work during the day: a list and duration of individual elements of the daily routine, as well as their methodological content, purpose and means.

In 1995, a team of teachers of the Department of Preschool Pedagogy of the Russian State Pedagogical University named after A.I. Herzen developed a program "Childhood".

The purpose of the program is to ensure the holistic development of the child's personality during preschool childhood: intellectual, physical, emotional and moral, strong-willed, social and personal.

The program is focused on the social and personal development of the child, the upbringing of a positive attitude towards the outside world, includes a new important section - "Attitude towards oneself."

The program consists of three parts: junior, middle and senior preschool age. The content is specified by sections:

Characteristics of the age period.

Features of the field of activity.

General tasks of education.

Representations (orientations).

Practical skills.

Skill acquisition levels.

Conclusion.

The advantage of this program is that the teacher's creative attitude to planning is assumed: the teacher independently chooses from the proposed content what can be implemented.

Program "From childhood to adolescence" developed by the team of authors under the guidance of the candidate of pedagogical sciences T.N. Doronova. The program is based on the most important strategic principle of the modern system of Russian education - its continuity. This reflects the name of the program, which characterizes the continuous connection between preschool and primary school age.

The program highlights the features different periods childhood and tasks are defined in two main areas - "Health" and "Development".

The advantage of this program is that the program orients adults towards personality-oriented interaction with the child, the participation of parents in the upbringing and education of children in the family, in kindergarten, and then at school.

Program "Education and education in kindergarten" is an improved version of the "Program of education and training in kindergarten" (M .: Education, 1985, ed. M.A. Vasilyeva). The program has been finalized taking into account the latest achievements of modern science and the practice of domestic preschool education.

The purpose of the program is to create favorable conditions for a full-fledged life of a child in preschool childhood, the formation of the foundations of a basic personality culture, the comprehensive development of mental and physical qualities.

The program is composed by age groups. It covers 4 age periods of children's development: early age, younger preschool age, middle age, senior preschool age and has a certain structure:

Age features.

Tasks that are solved in each section.

Sample daily routine.

Program sections:

Physical education.

Mental education.

Moral education.

Labor education.

Fiction.

Artistic and aesthetic education

Musical education.

Cultural and leisure activities.

An approximate list of the main activities for a five-day week.

The purpose of the program is to ensure continuity between preschool and primary education, to create optimal conditions for the personal and mental development of pupils.

The program of family and public education "Golden Key" has the following structure:

Explanatory note.

Tasks of training and education.

Organization of work in the family and public children's center "Golden Key".

Principles of organizing life in a group.

Curriculum of elementary school - kindergarten.

Topics for seven years of study.

The advantage of this program is that the program is designed to work with children from 3 to 10 years old. The elementary school operates directly in the children's center. Schoolchildren come to their group in the morning, have breakfast, go to lessons, and then return to their groups.

Specialized programs.

Preschool Physical Education Program "Physical culture - for preschoolers." Author L.D. Glazyrin.

The program is designed to work with children from 1 to 6.

The purpose of the program is to optimally implement the health-improving, upbringing and educational direction of physical education, taking into account the individual developmental opportunities of the child.

Program objectives:

health-improving direction - ensuring the quality work of preschool institutions to improve the health of children.

educational direction - ensuring the social formation of the child's personality, the development of his creative forces and abilities.

educational direction - ensuring the assimilation of systematized knowledge, the formation of motor skills and abilities.

The advantage of this program is that for each age group there are various developmental exercises and their dosage, as well as various forms of work with children in physical education and their duration.

Aesthetic education program for children 2-7 years old "The beauty. Joy. Creation" developed by the team of authors T.S. Komarova, A.V. Antonova, M.B. Zatsepina.

The program contains sections: "Art in a Child's Life", "Aesthetic Developmental Environment", "Beauty of Nature", "Acquaintance with Architecture", "Literature", "Fine Arts", "Musical Activities", "Leisure and Creativity", "Creativity ".

The program is aimed at introducing children to a healthy lifestyle as a result of comprehensive education (development of various movements, muscle strengthening, etc.)

The advantage of the program is that the program of aesthetic education, education and development of children is holistic, integrated in all areas of aesthetic education, based on different types of art, carried out by means of nature, aesthetic developing environment, various artistic and creative activities.

Program of artistic and aesthetic cycle "With a brush and music in the palm of your hand." Authors N.E. Basina, O.A. Suslova. The program is designed to work with children 3-7 years old.

The structure of the course "Introduction to the World of Art" contains sections:

Material. Natural and non-natural material and its properties.

Color. Color as a sign of the material world and color as a means of art.

Emotions. As feelings experienced by a person and as an aesthetic experience of the world.

Traffic.

Symmetry. Rhythm.
Interaction as a way to implement internal and external relations.

The advantage of this program is that all topics are interconnected with each other and a detailed itinerary of the journey through the course content is presented.

Program "Drawing and Sculpting" O.V. Grigorieva.

The purpose of the program: the development of creative abilities of preschoolers.

The program is designed to work with children aged 3-9 years in fine arts. The program presents a calendar-thematic plan for visual activity in 4 versions, which gives the teacher the opportunity to vary the pace, materials, types of art, depending on the abilities of the children. Planning of work is carried out taking into account the individual characteristics of children.

The advantage of the program is that the program includes 28 abstracts of classes with children of the junior, middle, and preparatory groups in art activities.

Program "Musical Masterpieces" O.P. Radynova.

The purpose of the program: the formation of the foundations musical culture preschool children.

At the center of the program is the development of creative listening to music, which involves encouraging children to manifest various forms of creative activity - musical, musical-motor, artistic.

The formation of the musical culture of children is ensured by the selection of works of musical classics and folk music, which are "standards of beauty" for children. The basic principle of building the program is thematic. The program includes 6 topics that are studied within one to two months and are repeated on new material in each age group.

The advantage of the program is that it is a methodically built system for the formation of the foundations of children's musical culture, including the principles, content, methods and forms of work.

Environmental Orientation Program The planet is our home.

The purpose of the program is to develop an interest in nature through the emotional sphere.

The program uses unique techniques:

Storytelling with live pictures

Teaching figurative plastics, breathing exercises, self-massage

Drawing an individual ecological book.

The advantage of this program is that it introduces children to the natural world, using various means from pantomime and riddles to slides and chemical experiments, and at the end of each topic there is a Book Festival.

Bibliography:

Glazyrina L.D. Physical culture for preschoolers. M.: Vlados, 1999.

Doronova T.N. and others. From childhood to adolescence: a program for parents and educators on the formation of health and development of children of the fifth year of life. M., 1997.

Solomennikova O.A. Basic and additional programs of the preschool educational institution: method. allowance. Moscow: Iris-press, 2006.

Modern educational programs for preschool institutions: under. ed. T.I. Erofeeva. M.: Academy, 2000.

Childhood: a program for the development and education of children in kindergarten / under. ed. T.I. Babaeva, Z.A. Mikhailova, L.M. Gurovich. St. Petersburg: Accident, 1996.

Rainbow: program and guidance for the educator / comp. T.N. Doronova. M.: Education, 1999.

Orenburg State

Pedagogical University

Abstract on the topic:

Analysis of modern educational programs for preschool institutions

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Belkova Galina.

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Based analysis fairy tales offered modern programs in environmental education... in kindergarten. M.: Enlightenment, 1992. Modern educational programs for preschool institutions/ Ed. T.I. Erofeeva. M., Academy...

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An approximate list of the main activities for a five-day week.

The purpose of the program is to ensure continuity between preschool and primary education, to create optimal conditions for the personal and mental development of pupils.

The program of family and public education "Golden Key" has the following structure:

Explanatory note.

Organization of work in the family and public children's center "Golden Key".

Principles of organizing life in a group.

Curriculum of elementary school - kindergarten.

Topics for seven years of study.

Specialized programs.

Preschool Physical Education Program "Physical culture - for preschoolers." Author L. D. Glazyrina.

The program is designed to work with children from 1 to 6.

Program objectives:

1. health direction - ensuring the quality work of preschool institutions to improve the health of children.

2. educational direction - ensuring the social formation of the child's personality, the development of his creative forces and abilities.

3. educational direction - ensuring the assimilation of systematized knowledge, the formation of motor skills and abilities.

Aesthetic education program for children 2-7 years old "The beauty. Joy. Creation" developed by the team of authors T. S. Komarova, A. V. Antonova, M. B. Zatsepina.

The program contains sections: "Art in the life of a child", "Aesthetic developing environment", "Beauty of nature", "Acquaintance with architecture", "Literature", "Fine arts", "Musical activity", "Leisure and creativity", "Creativity ".

The program is aimed at introducing children to a healthy lifestyle as a result of comprehensive education (development of various movements, muscle strengthening, etc.)

Program of artistic and aesthetic cycle "With a brush and music in the palm of your hand." Authors N. E. Basina, O. A. Suslova. The program is designed to work with children 3-7 years old.

The structure of the course "Introduction to the World of Art" contains sections:

1. Material. Natural and non-natural material and its properties.

2. Color. Color as a sign of the material world and color as a means of art.

4. Emotions. As feelings experienced by a person and as an aesthetic experience of the world.

5. Movement.

Material from the site www.BestReferat.ru

Comparative? analysis of exemplary educational programs

Approximate name general education programs

Goals or Conceptual Framework of the Program

Program structure

Applications, teaching materials for the program

Brief conclusions

"Birth to School"

In the Programme, the developmental function of education is put forward, which ensures the formation of the child's personality and orients the teacher to his individual characteristics.

The program is built on the positions of humane personal relationship to the child and is aimed at his comprehensive development, the formation of spiritual and universal values, as well as abilities and competencies.

The leading type of activity is a game.

Development is the most important result of the success of the upbringing and education of children.

The program is based on the principle of cultural conformity. The implementation of this principle ensures that national values and traditions are taken into account in education, makes up for the shortcomings

spiritual, moral and emotional education.

Education is the process of introducing a child to the main components of human culture (knowledge, morality, art, labor).

- Leading objectives of the Program:

* Creation of favorable conditions for a full-fledged life of a child of preschool childhood.

* Formation of the foundations of the basic culture of the individual.

* Comprehensive development of mental and physical qualities in accordance with age and individual characteristics.

* Preparation for life in modern society, for schooling.

* Ensuring the life safety of a preschooler.

The environment is an important factor in the upbringing and development of the child. The program provides for the allocation of macro- and microenvironment and their components.

Thematic principle of building the educational process.

Explanatory note.

Organization of life and upbringing of children.

The final results of the development of the program.

The system for monitoring the achievement by children of the planned results of the development of the Program.

Working with parents.

At the end of the Program, the widest list of benefits that can be used when working in a preschool educational institution is presented. Teachers can independently choose the necessary materials for work.

The program is a revised version of the "Program of education and training in kindergarten" in accordance with the FGT, edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. Therefore, all manuals for this program can also be used in the work on the Program "From Birth to School" with preliminary processing under the FGT. Along with teaching aids, the Program is provided with books for parents to study with their children.

The program "From birth to school" can be called the most basic, fundamental program of preschool education. It covers the age from 0 (from birth!) to 7 years (with a focus mainly on passport age). The program is aimed at developing the child's personality, and not at acquiring a certain set of ZUNs. The most important condition program implementation is student-centered

interaction between adults and children. There is a place for independent activities of children. Classes as a form of education are not used; game, plot and integrated forms of educational activity are offered for work.

The program also makes it easy to introduce regional and cultural components, take into account the specifics of the preschool educational institution, which also makes it tempting in terms of the basis for compiling an individual preschool educational program. And a fairly wide list of teaching aids and recommendations make this task even easier.

"Origins"

The name of the Origins Program reflects the enduring importance of preschool childhood as a unique period in which the foundations of the future development of the individual are laid.

The purpose of the program: all-round development of the child; the formation of his universal, including creative, abilities to a level corresponding to the age capabilities and requirements of modern society; ensuring that all children have an equal start in development; maintaining and improving their health.

The program reflects the basic education of children from birth to 7 years and ensures the full comprehensive development of the child.

At the core of the Program psychological age concept(four psychological ages - infancy, early age, younger preschool and older preschool age): each age includes a special relationship between children and adults, activities, incl. and the leading type of activity, as well as the psychological achievements of the child.

The tasks of psychological and pedagogical work are set for seven groups, and the content for four psychological ages, which makes the pedagogical process flexible.

The program is based on an activity approach: activities develop and change from age to age.

Early childhood:

Collaboration between teacher and family

Developing object-spatial environment of childhood.

Applications 1 - 3.

"Childhood"

The purpose of the program "Childhood": to ensure the comprehensive development (physical, emotional, moral, volitional, social, personal, intellectual development) of the child in the preschool period through the appropriate developmental environment for his age characteristics.

- Program motto: “Feel-Know-Create”. These three lines permeate all sections of the Program, giving it integrity and a single direction.

Program Objectives:

Introduction.

Main part.

"Success"

The success of little Russians is the result of mastering the BEP of preschool education in the following areas:

Social and personal development

Unity physical development and fostering a culture of health

Artistic and aesthetic development.

The program complies with all the principles of building an OOP in accordance with the FGT.

The fundamental difference between the Program and most programs is the exclusion from the educational process of children aged 3-6 years of educational activity, as it does not correspond to the patterns of child development at the stage of preschool childhood. Formation preconditions learning activity is one of the main final the results of the development of the Program.

Explanatory note.

Age features of children.

qualities of children 4-7 years old.

Source sundekor.ru

The system for monitoring the achievement by children of the planned results of mastering the main general educational program of preschool education: - monitoring the intermediate results of mastering the BEP DO; - monitoring the final results of the development of the BLO by children.
Applications 1 - 3.

There are three appendices in the Program, in which three electives are given: “Teaching a non-native language”, “Computer in kindergarten” and “The living world of nature in the city and the child”. As well as a list of recommended literature, methodological and visual-didactic aids, both published and preparing for publication.

The Origins Program, like the Birth to School Program, reflects the education of children from birth to age 7. However, the concept of psychological age is the basis of the Origins program.

This allows you to flexibly build the pedagogical process, taking into account the uneven development of children and to carry out its individualization. The traditional occupation has not lost its value, but it is preserved mainly at the stage of acquaintance with new material.

The program is based on an activity approach, each age has its own leading type of activity: infancy - communication, early age - subject activity, preschool age - play. The program says almost nothing about integration between educational areas.

"Childhood"

The motto of the program is "Feel-Know-Create". These three lines permeate all sections of the Program, giving it integrity and a single direction.

For the first time, the Program has practically implemented an approach to organizing the holistic development and upbringing of a preschool child as a subject of children's activity and behavior.

Program Objectives:

* strengthening physical and mental health, the formation of the foundations of safe behavior, KPs;

* development in children on the basis of different educational content of emotional responsiveness, the ability to empathize, readiness to manifest a humane attitude;

* the development of cognitive activity, curiosity, the desire for independent knowledge and reflection, the development of mental abilities and speech;

* Enrich the experience of independent activity, awaken children's creative activity, stimulate imagination.

The program complies with all eight principles of building the Program, approved by the FGT.

The program covers ages 3 to 7.

Introduction.

Content pedagogical activity educator for the development of educational areas by children: the fourth year of life, the fifth year of life, the sixth year of life, the seventh year of life (within each age, the characteristics of the age and organization of children's lives, the tasks of education and development and the content for each of the ten educational areas are reflected) .
Kindergarten and family. The program "Childhood" in the practice of interaction between teachers and parents.
Methodical set of the program "Childhood".

additional part ( regional component) .

The library of the Program today consists of more than 70 manuals representing its scientific, methodological and methodological support. The entire methodological set for the Childhood Program is given at the end of the main part of the Program and is a list of scientific and methodological support, teaching aids, workbooks and visual and didactic aids, albums and games. In the additional part of the Program, options for individual programs are proposed that deepen the main educational content in accordance with the current children's interests, family needs, the region's capabilities and the development tasks of preschoolers:

* the child gets acquainted with the small Motherland;

* the child learns his native country and the world;

* a child in a multicultural and multiethnic family;

* the child is learning English.

The program "Childhood" excludes children from the educational process early age, i.e. it is aimed at children 3-7 years old (three psychological ages). The main idea of the program is the socialization of the child, i.e. the entry of a child into culture through his awareness of his capabilities and abilities. In general, the program focuses on the child and his physical and emotional health.

Self-knowledge of the child is actively lobbied. The program offers rich educational content. Meaningful connections between sections allow integrating educational content in psychological and pedagogical work.

Planning for this program is flexible, there are no conditional schemes, tables, etc. in the Program itself, which gives scope for the creativity of teachers.

The name of the Program "Success" - reflects the main mission of the entire system of continuous education of the Russian Federation - the formation of successful citizens.

The success of little Russians is the result of mastering the BEP of preschool education in the following areas:

Social and personal development

The unity of physical development and education of health culture

Artistic and aesthetic development.

The program is aimed at children aged 3-7 and ensures that children achieve physical and psychological readiness for school.

The program complies with all the principles of building an OOP in accordance with the FGT.

The fundamental difference between the Program and most programs is the exclusion from the educational process of children aged 3-6 years of educational activity, as it does not correspond to the patterns of child development at the stage of preschool childhood. The formation of the prerequisites for educational activity is one of the main final results of the development of the Program.

Age-appropriate forms of work with children are experimenting, designing, collecting, talking, observing, solving problem situations, etc.

The main type of activity is play. This is the main criterion for choosing forms. educational work. Also independent, self-valuable and universal types of children's activities are reading (perception) of fiction, communication, productive, musical and artistic, cognitive research and constructive activities, work.

The program is built on the basis of an exemplary calendar of holidays, which ensures that the child "lives" the content of preschool education in all types of children's activities. Holidays can be replaced by other significant events.

Explanatory note.
Age features of children.
Organization of activities of adults and children for the implementation and development of the Program.
The content of psychological and pedagogical work on the development of educational areas ("Health", "Physical culture", "Socialization", "Labor", "Safety", "Reading fiction", "Communication", "Cognition", "Music", " Artistic creativity").
Planned results of the development of the Program.
Applications 1-7. (Indicators of the physical development of children.)
Approximate cyclogram of educational activities.

The appendix contains the following materials:

Anthropometric indicators of physical development and health of children.

Age-sex standards of physiometric indicators.

Average age-sex values of indicators of development of physical

qualities of children 4-7 years old.

Age standards motor activity children for a full day of stay in kindergarten.

Criteria for frequent (acute) morbidity in children by the number of respiratory diseases per year.

Evaluation of the level of biological maturity by the timing of eruption of permanent teeth.

Assessment of the functional state of the central nervous system.

Approximate cyclogram of educational activities.

On the this moment the library of the program is actively filled with methodological manuals, demonstration material, monitoring, etc.

A fairly new program aimed at children 3 - 7 years old (children of early age are excluded). Her hallmarks are the event principle of building the educational process, the activity approach and the complete exclusion of educational activities in children 3-6 years old. The program considers in sufficient detail the process of integration between different educational areas.

Organizational and content conditions of spiritual and moral education of a preschool educational organization

graduate work

2.1 Comparative analysis programs "From birth to school" and "Childhood"

The Law of the Russian Federation "On Education" establishes that "the main general educational programs of primary general, basic general and secondary (complete) general education ensure the implementation of the federal state educational standard, taking into account the type and type of educational institution, educational needs and requests of students, pupils and include in the curriculum, work programs of training courses, subjects, disciplines (modules) and other materials that ensure the spiritual and moral development, education and quality of training of students.

As noted above, the educational process in a preschool educational organization is based on the educational program of preschool education, developed by each preschool educational institution independently. The structure of the program is represented by a mandatory part (invariant), which is based on one or another exemplary educational program of preschool education, as well as a variable (formed by participants in educational relations) part. Spiritual and moral education and development of preschool children is carried out in accordance with the requirements of the Federal State Educational Standard.

Below is an analysis of exemplary educational programs for preschool education of a new generation, the process and content of spiritual and moral education in which are reflected in the content of the section "Social and communicative development". This analysis was carried out in order to identify the most practical program for the work on the spiritual and moral education of preschool children.

	Program "From birth to school"	Program "Childhood"
Junior group	To consolidate the skills of organized behavior in kindergarten, at home, on the street. Continue to form elementary ideas about what is good and what is bad. Provide conditions for the moral education of children. Encourage attempts to feel sorry for a peer, hug him, help. Create game situations that contribute to the formation of an attentive, caring attitude towards others. Teach children to communicate calmly, without shouting. 49 To form a benevolent attitude towards each other, the ability to share with a friend, the experience of correctly assessing good and bad deeds. Cultivate an attentive attitude and love for parents and close people. To teach children not to interrupt a speaking adult, to form the ability to wait if an adult is busy. Learn to live together, use toys, books together, help each other. Teach children to be polite (to teach how to say hello, say goodbye, thank you for your help).	1. To promote the establishment of positive contacts between children based on common interests in activities with toys, objects and mutual sympathy. 2. Develop emotional responsiveness, love for parents, affection and trust in the educator. 3. Help children learn how to interact with peers in the game, in everyday communication and household activities (quietly play side by side, exchange toys, team up in pair play, look at pictures together, watch pets, etc.). 4. Gradually teach children to follow the elementary rules of the culture of behavior in kindergarten.
middle group	Contribute to the formation of the child's personal attitude to the observance (and violation) of moral norms: mutual assistance, sympathy for the offended and disagreement with the actions of the offender; approval of the actions of the one who acted fairly, yielded at the request of a peer (divided the cubes equally). Continue to work on the formation of friendly relationships between children, draw the attention of children to each other's good deeds. To teach collective games, the rules of good relationships. To cultivate modesty, responsiveness, the desire to be fair, strong and courageous; learn to experience a sense of shame for an unseemly act. Remind children of the need to greet, say goodbye, call preschool workers by name and patronymic, do not interfere in the conversation of adults, politely express their request, thank for the service rendered	1. Cultivate a benevolent attitude towards adults and children: be friendly, show interest in the actions and deeds of people, desire, following the example of a teacher, to help, to please others. 2. Develop emotional responsiveness to adults and children, empathy for heroes literary works kindness to animals and plants. 3. Cultivate a culture of communication with adults and peers, a desire to follow the rules: say hello, say goodbye, thank you for the service, contact the teacher by name and patronymic, be polite in dealing with elders and peers, learn to restrain negative emotions and actions. 4. To develop the desire for joint games, interaction in a pair or a small subgroup, for interaction in practical activities. 5. To develop confidence in children, the desire for independence, attachment to the family, to the educator.
Senior group	Cultivate friendly relationships between children; the habit of playing together, working, studying; the desire to please the elders with good deeds; the ability to independently find common interesting activities. Cultivate respect for others. To teach to take care of the younger ones, to help them, to protect those who are weaker. To form such qualities as sympathy, responsiveness. To cultivate modesty, the ability to take care of others, to be grateful for help and signs of attention. To form the ability to evaluate their own actions and the actions of peers. To develop the desire of children to express their attitude to the environment, to independently find various speech means for this. Expand ideas about the rules of conduct in public places; about duties in the kindergarten group, at home. 50 Enrich children's vocabulary with polite words (hello, goodbye, please, excuse me, thank you, etc.). Encourage the use of folklore in speech (proverbs, sayings, nursery rhymes, etc.). Show the importance of the native language in the formation of the foundations of morality.	1. To cultivate a benevolent attitude towards people, respect for elders, friendly relations with peers, caring attitude towards kids. 2. To develop good feelings, emotional responsiveness, the ability to distinguish the mood and emotional state of people around and take this into account in their behavior. 3. Cultivate a culture of behavior and communication, habits to follow the rules of culture, be polite towards people, restrain immediate emotional impulses if they bring inconvenience to others. 4. Develop positive self-esteem, self-confidence, self-esteem, the desire to follow socially approved norms of behavior, awareness of the growth of one's capabilities and the desire for new achievements.
preparatory group	To cultivate friendly relations between children, to develop the ability to independently unite for joint play and work, to engage in independently chosen business, to negotiate, to help each other. To cultivate organization, discipline, collectivism, respect for elders. Cultivate a caring attitude towards babies, the elderly; learn to help them. To form such qualities as sympathy, responsiveness, justice, modesty. Develop volitional qualities: the ability to limit one's desires, to comply with established norms of behavior, to follow a positive example in one's actions. Cultivate respect for others. To form the ability to listen to the interlocutor, not to interrupt unnecessarily. Develop the ability to calmly defend your opinion. Enrich the dictionary with formulas of verbal politeness (greeting, farewell, requests, apologies). To expand children's ideas about their responsibilities, especially in connection with preparation for school. To form an interest in learning activities and a desire to study at school.	1. Develop a humanistic orientation of behavior: social feelings, emotional responsiveness, goodwill. 2. To cultivate the habits of cultural behavior and communication with people, the basics of etiquette, the rules of conduct in public places. 3. Enrich the experience of cooperation, friendly relationships with peers and interaction with adults. 4. To develop the beginnings of social activity, the desire to participate in the life of the kindergarten as elders: take care of the kids, participate in decorating the kindergarten for the holidays, etc. 5. Contribute to the formation of positive self-esteem, self-confidence, awareness of the growth of their achievements, self-esteem, the desire to become a schoolchild. 6. Cultivate love for your family, kindergarten, hometown, country.

Thus, based on the analysis of two general education programs, we can conclude that the program "From birth to school" in the field of "Social and communicative development" is aimed at familiarization with the elementary generally accepted norms and rules of relationships with peers and adults (including moral) , its regulations do not have strict boundaries, which provides an opportunity for a creative approach in the organization of the educational process.

The program is aimed at developing the personality of the child, and not at acquiring a certain set of knowledge, skills and abilities. The most important condition for the implementation of the program is the personality-oriented interaction of adults with children. There is a place for independent activities of children.

An exemplary general educational program "Childhood" in the field of "Social and communicative development" is aimed at the socialization of the child, i.e. the entry of a child into culture through his awareness of his capabilities and abilities has more regulated tasks.

The program offers rich educational content. Meaningful connections between sections allow integrating educational content in psychological and pedagogical work. Planning for this program is flexible, there are no conditional schemes, tables, etc. in the program itself, which gives scope for the creativity of teachers.

Analyzing these programs, we can conclude that the program "From Birth to School" is more extensive and functional for the work of the educator, its content is easy to understand.

2.2 Analysis of the developing subject-spatial environment in a preschool educational institution

According to the main provisions of the Federal State Educational Standard, the developing subject-spatial environment of a preschool educational organization must meet the following requirements: - safe; - rich in content; - transformable; - polyfunctional; - variable; - aesthetically attractive; - health-saving; - Satisfies the needs of preschool children.

The developing subject-spatial environment created in the institution allows teachers to: ensure the unity of educational, developing and teaching goals and objectives in the organization of the educational process;

Combine the principles of scientific validity and practical applicability;

Provide for the solution of program educational tasks in the joint activities of an adult and children and independent activities of preschoolers; be based on the complex-thematic principle of building the educational process;

To build training taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of pupils, the specifics and capabilities of educational areas.

Adequate organization of the developing subject-spatial environment stimulates the development of self-confidence in children, forms cognitive interests, encourages willingness to cooperate and support others in difficult situation, that is, it ensures the successful socialization of the child and the formation of his personality.

This analysis was carried out for a visual comparison of the subject-developing environment organized in different age groups of a preschool educational organization and helped to determine the level of accumulation of equipment, as well as the formation of a subject-developing environment for the spiritual and moral education of preschool children.

An analysis of the developing subject-spatial environment of the preschool educational institution and its characteristics in educational programs made it possible to compile the following comparative table.

Age group	The subject environment of an exemplary general educational program of preschool education "Birth to School"	The subject-spatial environment of the preschool educational institution
Junior group	corner didactic games: games on moral and ethical education. Book corner: books of Kuban writers for children. Music corner. Role Playing Corner: 1. Doll furniture: table, chairs (4 pcs.), bed (2 pcs.), sofa, cabinet for doll linen, stove 3. Dolls: large (3 pcs.), Medium (7 pcs.). 4. Carriage for dolls (3 pcs.).	1. Doll furniture: table, chairs (4 pieces), bed (2 pieces), sofa, cabinet for doll linen, stove. 2. Toy utensils: a set of tea utensils (large and medium), a set of kitchen and table utensils (large and medium), bowls (basins) (2 pcs.), buckets. 3. Dolls: large (4 pcs.), Medium (7 pcs.). 4. Carriage for dolls (2 pcs.). 5.Attributes for the games "Shop", "Hospital", "Family", "Kindergarten", "To the country", "Hairdressing salon", etc. 6. Various attributes for dressing up: hats, glasses, shawls, skirts, capes, etc. 7. Soft toys: large and medium.
middle group	Book corner: Theater zone: 2. Small screens for a table theater. 3.Different types of theater: planar, rod, puppet (bi-ba-bo dolls: family and fairy-tale characters). 4. Costumes, masks, attributes for playing fairy tales. 5. Animals and birds, three-dimensional and planar on stands, small, 7-10 cm. 6. Figures of fairy-tale characters, planar on stands (small). 7. Thematic set of fairy-tale characters (volumetric, medium and small). 8.Set of figurines: family. 9. A set of masks: animals, fairy-tale characters. corner role-playing game: 1.Doll furniture: table, chairs, bed, sofa, stove, cabinet, furniture set for medium size dolls, Dollhouse(for medium sized dolls). 3. A set of doll bedding (3 pcs.). 5. Doll carriage (2 pcs.). 6. Attributes for games with production plot, reflecting the professional work of people: “Shop”, “Hospital”, “Hairdresser”, “Salon “Charm”, “Cafe”, “Steamboat”, “Sailors”, etc .; with everyday plot "Family", "Kindergarten", "To the country", etc.	Book corner: 1. A bookcase, a table and two chairs, a soft sofa, a screen that separates the corner from the zones of outdoor games. 2.Children's books according to the program, children's favorite books. 3. Albums for viewing: "Professions", "Family", etc. Role play corner: 1.Doll furniture: table, chairs, sofa, kitchen, cabinet, furniture set for medium dolls, doll house (for medium dolls). 2.Toy utensils: a set of tea utensils (large and medium), a set of kitchen and dining utensils. 3. A set of doll bedding (1 pc.). 4. Dolls are large (2 pcs.) and medium (6 pcs.). 5. Doll carriage (1 pc.). 6. Attributes for games with production plot, reflecting the professional work of people: “Shop”, “Hospital”, “Hairdresser” - “Salon “Charm”, “Cafe”, “Steamboat”, “Sailors”, etc .; with everyday plot "Family", "Kindergarten", "To the country", etc. 7. Various attributes for dressing up: hats, glasses, shawls, skirts, helmet, cap / peakless cap, etc. 8. Soft toys (medium and large).
Senior group	Book corner: Theater zone: 6. Crown, kokoshnik (2-4 pieces). 7. Tape recorder. Role play corner: 5. Carriages for dolls (2 pcs.) 8. Substitute items. 9. A set of furniture "School". 10. Attributes for the games "Daughters- mothers”, “Kindergarten”, “Shop”, “Hospital”, “Pharmacy”, "Barbershop", "Cook", Sailors, Pilots, "Library", "School", "Station", "Bank", etc. Privacy corner.	Book corner: 1. Bookcase, table, two chairs, soft sofa. 2. Children's books on the program and favorite books of children, two or three constantly changing children's magazines, children's encyclopedias, reference literature in all branches of knowledge, dictionaries and dictionaries, books on interests, on the history and culture of Russian and other peoples. 3. Illustrative material in accordance with the recommendations of the program. Role play corner: 1.Doll furniture: table, chairs, sofa, wardrobe. 2.Toy utensils: tea utensils set (medium and small), kitchen utensils set (medium), dinnerware set (medium). 4. Dolls in the clothes of boys and girls (medium). 5. Carriages for dolls (1 pc.) 6. Sets of clothes and bedding for dolls. 7. Attributes for dressing up (hats, glasses, beads, scarves, sundresses, skirts, etc.) 8. Substitute items. 9. A set of furniture "School". 10. Attributes for the games "Daughters- mothers", "Kindergarten", "Shop", "Hospital", "Pharmacy", "Barbershop", "Cook", Sailors, Pilots, "Builders", "Zoo", etc. Games with a public plot: "Library", "School", "Bank"
preparatory group	Book corner: 1. A rack or an open showcase for books, a table, two chairs, a soft sofa. 2. Children's books on the program and favorite books of children, two or three constantly changing children's magazines, children's encyclopedias, reference literature in all branches of knowledge, dictionaries and dictionaries, books on interests, on the history and culture of Russian and other peoples. 3. Illustrative material in accordance with the recommendations of the program. 4.Albums and sets of postcards with views of the sights of the Kuban. Theater zone: 1. Screen, two small screens for a table theater. 2. Costumes, masks, attributes for staging fairy tales. 3. Dolls and toys for various types of theater (planar, rod, puppet (bi-ba-bo dolls), table, finger). 4.Attributes for the shadow theater 5. Sets of masks (fabulous, fantastic characters). 6. Crown, kokoshnik (2-4 pieces). 7. Tape recorder. 8. Audio cassettes with music for performances. Role play corner: 1.Doll furniture: table, chairs, sofa, wardrobe. 2.Kitchen set: stove, sink, washing machine. 3.Toy utensils: tea utensils set (medium and small), kitchen utensils set (medium), dinnerware set (medium). 4. Dolls in the clothes of boys and girls (medium). 5. Carriages for dolls (2 pcs.) 6. Sets of clothes and bedding for dolls. 7. Attributes for dressing up (hats, glasses, beads, scarves, sundresses, skirts, etc.) 8. Substitute items. 9. A set of furniture "School". "Barbershop", "Cook", plot: "Library", "School", "Car Service", "Sea Port", "Railway Station", "Fire Station", "Rescuers", "Bank", etc.	Book corner: 1. A rack or an open showcase for books, a table, two chairs, a soft sofa. 2. Children's books on the program and favorite books of children, two or three constantly changing children's magazines, children's encyclopedias, reference literature in all branches of knowledge, dictionaries and dictionaries, books on interests, on the history and culture of Russian and other peoples. 3. Illustrative material in accordance with the recommendations of the program. 4.Attributes for the shadow theater 5. Sets of masks (fabulous, fantastic characters). 6. Crown, kokoshnik (2-4 pieces). 7. Tape recorder. 8. Audio cassettes with music for performances. Role play corner: 1.Doll furniture: table, chairs, sofa, wardrobe. 2.Kitchen set: stove, sink, washing machine. 3.Toy utensils: tea utensils set (medium and small), kitchen utensils set (medium), dinnerware set (medium). 4. Dolls in the clothes of boys and girls (medium). 6. Sets of clothes and bedding for dolls. 8. Substitute items. 10. Attributes for the games "Mothers and Daughters", "Kindergarten", "Shop", "Hospital", "Pharmacy", "Barbershop", "Cook", "Pilots", "Builders", "Zoo", etc. Games with a public plot: "Library", "Railway station", "Fire station", etc.

Analyzing this table, we can conclude that the content of the developing subject-spatial environment in the preschool educational institution is partially implemented in accordance with the requirements of the Federal State Educational Standard. The preschool institution lacks equipment for organizing education in the educational field of "communication", namely in spiritual and moral development.

2.3 Thematic and event planning with the inclusion of work on the spiritual and moral education of preschool children

The analysis of the planning documentation made it possible to get acquainted with the content of the work on the spiritual and moral education of children in the conditions of a preschool educational organization. Note that certain forms of work are implemented in agreement with the parents (legal representatives) of the pupils.

September

1. Diagnosis of children's knowledge of spiritual and moral values.

2. Questioning of parents about spiritual and moral education in the family and the orientation of the educational process in an educational institution.

3. Consultation for parents: "Features of the spiritual and moral education of preschoolers."

4. God. Creation of the world. Reading a story from a children's Bible.

1. Feast of the Intercession of the Most Holy Theotokos. puppet show- fairy tale "Scarf - cover."

2. Exhibition of children's drawings on the theme: "Shawl (veil)", "Autumn".

3. A conversation about honesty, love, kindness.

4. Icons. Difference icons.

1. Consideration of illustrations, icons about the childhood of the Virgin.

2. Directly - educational activity on the topic: "From the mother of heaven to the mother of the earth."

3. Who are angels. Manual labor"Angel".

4. Excursion to the temple. Conversation "The temple is the house of God."

1. Feast of the Entry into the Temple of the Virgin. Puppet show - fairy tale "Three steps".

2. Reading and discussion of literary works about St. Nicholas.

3. The game of spiritual and moral orientation "Helpers of St. Nicholas".

4. Preparing for the Christmas tree.

1. Reading and discussion of literary works about Christmas, learning poems.

2. Design on the topic: "Eight-pointed Star of Bethlehem."

3. Matinee "The Feast of the Nativity of Christ"

4. Exhibition of children's works: "Christmas card"

1. Feast - Meeting of the Lord. History of the holiday. Conversation.

2. Outdoor games: "Help grandma, grandpa."

3. Conversation on the topic: "Rules for honoring and respecting elders."

1. Entertainment Maslenitsa. Puppet show - fairy tale "Adventures on Shrove Tuesday" (week before Lent).

2. Visual activity on the topic: "Shrovetide has come to us"

3. The game "Mirilka".

4. Direct educational activity on the topic: "In the world of kindness."

1. Gatherings. Palm Sunday

2. Conversation. "What is Easter" The history of the origin, traditions and customs of the holiday.

3. GCD on artistic creativity on the topic: "Easter card".

4. Competition for parents: "Easter card".

1. Thematic entertainment: "Festival of folk games."

2. Conversation: "Good and bad deeds"

3. Final diagnostics

1. Entertainment - Trinity. Puppet show fairy tale - "The Adventure of Little Red Riding Hood".

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Comprehensive development of mental and physical qualities in accordance with the age and individual characteristics of the child

Creation of favorable conditions for a full-fledged life of a child of preschool childhood.

Formation of the foundations of the basic culture of the individual.

Preparation for life in modern society, for schooling, ensuring life safety.

Program goal: creation of educational, correctional and developmental and health-forming conditions in preschool educational institutions that contribute to the full development and socialization of a preschooler, ensuring equal starting opportunities and a successful transition of the child to education in general educational institutions.

Program objectives:.To improve the system of health-preserving and health-forming activities of the institution, taking into account the individual characteristics of preschoolers.

Program objectives:The program putsthe task of developing in children on the basis of different educational content of emotional responsiveness, the ability to empathize, readiness for the manifestation of a humane attitude.This task is solved in the program through the assimilation by children of the idea of the unity of all living things and the organization of social and emotional experience. The aim of the program "Childhood" is set to ensure the comprehensive development of the child in the preschool period: intellectual, physical, emotional, moral, strong-willed, social and personal, through a developing environment appropriate to his age characteristics.

Program goal: Formation of an aesthetic attitude and artistic and creative abilities in visual activity in children of early and preschool age.Program objectives:The development of children's perception, the formation of ideas about objects and phenomena of the surrounding reality and the understanding that a drawing is a planar image of three-dimensional objects.

Purpose: the implementation of purposeful aesthetic education, which provides a full-fledged mental development, the development of such processes, without which it is impossible to know the beauty of the world and display it in a variety of ways. artistic and creative activities.

Purpose: introducing children to the public world culture as part of spiritual culture and the formation of ideas about nature as a living organism. The natural world acts as a subject of close study and as a means of emotional and figurative influence on creative activity children.

In the program, in the first place, attention is paid to the developmental function of education, which ensures the formation of the child's personality and orients the teacher to his individual characteristics, which corresponds to the modern scientific "Concept of preschool education", on the recognition of intrinsic value preschool period childhood. The principle of the program is culture. The implementation of this principle ensures that national values and traditions are taken into account in education, makes up for the shortcomings spiritual and moral and emotional education

The pedagogical process is based on two interrelated areas - caring for a full-fledged childhood and preparing a child for a future life.

The motto of the program "Childhood":"Feel - Know - Create".These words define three interrelated lines of child development that permeate all sections of the program, giving it integrity and a single direction. The basis for the implementation of the program is the implementation of the task of strengthening the physical and mental health of the child, the formation of the foundations of motor and hygienic culture.

The author's program of artistic education, training and development of children aged 2-7 years "Colored palms" (the formation of an aesthetic attitude and artistic and creative development in visual activity) is an original version of the implementation of the basic content and specific tasks of aesthetic education of children in visual activity.

The program of aesthetic education, education and development of preschool children is holistic, integrated in all areas of aesthetic education, based on different types of art (musical, visual, literary, both classical and folk, theatrical)

The Program is based on the principle “from the native threshold to the world of universal culture”. By means of fine arts, the author proposes to solve the problems of ecological and aesthetic education of children, to introduce them to the world public culture, through a system of creative tasks to develop in preschoolers an emotionally holistic attitude to the world, as well as their own creative skills and abilities.

Organization of life and upbringing of children (general principles for building a daily routine, creating a subject-developing educational environment)

Program sections:

The final results of the development of the Program

The system for monitoring the achievement by children of the planned results of the development of the Program.

Working with parents

Correctional work (the problem of educating and educating children with disabilities in the general educational space is reflected)

The program consists of two parts.

First part includes an explanatory note, "Organization of the activities of adults and children in the implementation and development of the main general educational program of preschool education",

"Age characteristics of children",

"Planned results of the development of the Program".

The second part - "Exemplary cyclogram of educational activities" - is a technology (systematized sequence) of the work of teachers to implement the Program.

The Explanatory Note reveals the main conceptual provisions of the Program, including the main tasks of psychological and pedagogical work to implement each area of the Program and the possibility of integrating it with other areas. Solving the problems of psychological and pedagogical work on the development of the personal sphere (personal qualities) of children is a priority and is carried out in parallel with the solution of the main tasks that reflect the specifics of the areas of the Program.

Explanatory note, educational areas: Socialization, Cognition, Communication, Music, Fiction

"Music "

Explanatory note, the program "Colored hands" contains a system of classes in modeling, application and drawing for all age groups.

Theoretical foundations of the program

The tasks of artistic creative development and planning classes for all age categories.

Application:

Pedagogical diagnostics

List of reproductions

Sample list of children's books

Bibliography

Art in a child's life

Aesthetic developmental environment

beauty of nature

Acquaintance with architecture

Literature

Visual activity

Musical activities

Leisure and creativity

Sections are divided into sections by age.

Applications

The structural feature of the Program is block-thematic planning of the content of classes. The main sections of the Program are grouped around a single theme. The content of each stage is based on four thematic blocks: "The World of Nature", "The World of Animals", "The World of Art", "The World of Man". Topics within each block can be rearranged, the teacher himself determines the order in which they are considered.

Conclusion

Program "From birth to school"developed in accordance with the current state requirements for the structure of the main general educational program of preschool education. The program is built on the positions of a humane-personal attitude towards the child and is aimed at comprehensive development, the formation of spiritual and universal values, as well as abilities and integrative qualities. The program lacks strict regulation of children's knowledge and subject centrism in teaching. A special role in the program is given to play activities as a leading activity in preschool childhood. According to the results of monitoring of educational areas. Children show high results.

Success programThe game in the program is given the most productive time in the morning, because the game (plot or subject) is the leading activity of preschool age. At the same time, the program fully ensures the formation of the prerequisites for future educational activities, the solution of such complex problems as the formation of a holistic picture of the world, the outlook of modern preschoolers. The program is structured in such a way that the teacher has the opportunity in the course of everyday educational work to take into account the individual characteristics and pace of the individual development of children. The program aims to make every child feel successful.

Beauty. Joy. Creation"The advantage of the program is that the program of aesthetic education, education and development of children is holistic, integrated in all areas of aesthetic education, based on different types of art, carried out by means of nature, aesthetic developing environment, various artistic and creative activities.

Program of artistic education, training and development of children 2-7 years old"Colored Hands"is comprehensively aimed at the practical implementation of creative ideas and approaches related to the integration of different types of fine arts and artistic activities of children of different age groups on the basis of amplifying the content of children's artistic and aesthetic activities, giving it a developing and creative character.

Content basis of the program"Nature and the Artist"environmentally friendly in nature. The main semantic setting of this program is that the ecology of nature and the ecology of culture are the facets of one problem: the preservation of humanity in man. A child-artist, observing nature, expresses in his work his vision of the phenomena occurring in it. The educator helps the child to "open his eyes" to the world he sees, realizing the main methodological principle of the program - spiritualization of natural phenomena.

Program "Childhood"based on complex-thematic the principle of building the educational process, which is based on the idea of integrating the content of different educational areas around a single common theme, which for a certain time becomes unifying ("Our toys", "Kindergarten" ...). The choice of topic takes into account the interests of children, the tasks of the development of education, current events or bright events. The program provides for the valeological education of preschoolers: the development of ideas about a healthy lifestyle, the importance of hygienic and motor culture, health and means of strengthening it, the functioning of the body and the rules for caring for it, knowledge about the rules of safe behavior and reasonable actions in unforeseen situations, methods of providing basic help. This information becomes an important component of the personal culture and social security of a preschooler. The mathematical section of the program is difficult for children to access. Mathematics in the program is focused on the development of logical thinking. But children national republics learners of the Russian language do not always cope with logical tasks. Particular emphasis in the program is placed on familiarizing children with the natural world, fostering a caring attitude towards natural objects. In general, the program allows you to vary, make changes to the material presented, making the educational process interesting and accessible to the child.

Section 2 Sanitary and hygienic conditions for the implementation of the Federal State Educational Standard in preschool educational institutions (when implementing tasks artistic and aesthetic development of preschool children).

1. The equipment of the main premises should be appropriate for the height and age of children. The functional dimensions of the purchased and used children's seating and table furniture must comply with the mandatory requirements established by technical regulations and/or national standards.

2. Children's furniture and equipment for premises entering preschool educational organizations must be made of materials that are harmless to children's health and have documents confirming their origin and safety.

3. Chairs and tables must be of the same furniture group and marked. Selection of furniture for children is carried out taking into account the growth of children.

4. The working surfaces of the tables must have a light-colored matte finish. The materials used for lining tables and chairs must have low thermal conductivity, be resistant to moisture, detergents and disinfectants.

5. Chalkboards should be made of materials that adhere well to writing materials, clean well with a damp sponge, be durable, dark green or brown in color, and have an anti-reflective or matte finish.

6. When using a marker board, the color of the marker must be contrasting (black, red, brown, dark blue and green).

7. Educational boards that do not have their own glow must be provided with uniform artificial lighting

8. For young children from 1.5 to 3 years of age, directly educational activities should be no more than 1.5 hours per week (playing, musical activity, communication, movement development). The duration of continuous directly educational activity is no more than 10 minutes. It is allowed to carry out directly educational activities in the first and second half of the day (8-10 minutes each). In the warm season, educational activities are directly carried out on the site during a walk.

8.1. . The duration of continuous direct educational activity for children of the 4th year of life is no more than 15 minutes, for children of the 5th year of life - no more than 20 minutes, for children of the 6th year of life - no more than 25 minutes, and for children of the 7th year of life years of life - no more than 30 minutes. The maximum allowable amount of educational load in the first half of the day in the younger and middle groups does not exceed 30 and 40 minutes, respectively, and in the older and preparatory groups 45 minutes and 1.5 hours, respectively. In the middle of the time allotted for continuous educational activities, a physical education session is held. Breaks between periods of continuous educational activity - at least 10 minutes.

9. When conducting classes in conditions of insufficient natural lighting, additional artificial lighting is necessary. 10.. Sources of artificial lighting should provide sufficient uniform illumination of all rooms. The placement of fixtures is carried out in accordance with the requirements for the placement of sources of artificial lighting in the premises of preschool educational organizations.

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